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Tag: Class 12 English Chapter Solutions

  • Summary of Chapter 8. Going Places, Flamingo, Class 12th English

    Going Places

    A.R. Barton’s Going Places explores the world of adolescent fantasies, hero worship, and the gap between reality and dreams.

    The story revolves around Sophie, a schoolgirl from a lower middle-class family. She dreams of wealth, sophistication, and glamour, despite her modest background. After school, she and her friend Jansie are destined to work in a biscuit factory. While Jansie is realistic, Sophie fantasises about opening a boutique, becoming a manager, an actress, or a fashion designer.

    Sophie lives with her working-class family in a cramped house: her father, a plump labourer fond of football and the pub; her tired mother burdened with housework; little Derek, who teases her; and her elder brother Geoff, an apprentice mechanic. Sophie admires Geoff’s silence and mysterious life. She imagines riding with him on his motorcycle, exploring exotic places. To her, Geoff symbolises freedom and entry into the adult world.

    Sophie’s most vivid fantasy is meeting Danny Casey, a young, talented Irish footballer who plays for United. She imagines seeing him in the arcade, talking about clothes, and planning to meet him again for an autograph. Geoff doubts her story but half-believes it, while their father dismisses it as one of her wild tales. Sophie clings to the fantasy, feeling it brings her closer to the glamorous world she longs for.

    She confides in Geoff but hides it from Jansie, fearing she would spread it. Later, she even goes to the canal at night, waiting for Danny Casey, imagining his arrival. But he never comes. Despite this, she convinces herself of the reality of her dream, replaying the imaginary meeting in her mind.

    The story ends with Sophie despondent yet still clinging to her fantasy. She imagines Danny Casey’s green eyes, shy smile, and the goal he scored during a real football match.

    Through Sophie, Barton portrays the natural tendency of teenagers to dream beyond their means. Such dreams give hope but also lead to disappointment. Sophie’s fantasies reflect her desire to escape poverty and reach a world of glamour, but they also show her immaturity in confusing dreams with reality.

    Going Places thus highlights the conflict between adolescent imagination and harsh social reality. It shows how hero worship and unrealistic fantasies can provide temporary comfort but also cause sadness when reality intrudes.

    Word Count: ~502

  • Class 12th English – Flamingo, Chapter – 8

    Chapter 8: Going Places – A.R. Barton

    NCERT SOLUTION

    Page 77 – Comprehension Check

    Q1. Where was it most likely that the two girls would find work after school?
    Answer: They were earmarked to work in the biscuit factory.

    Q2. What were the options that Sophie was dreaming of? Why does Jansie discourage her from having such dreams?
    Answer: Sophie dreamt of becoming a boutique owner, manager, actress, or fashion designer. Jansie discouraged her because such dreams were unrealistic for their financial condition; they were destined for ordinary factory jobs.

    Page 79 – Comprehension Check

    Q1. Why did Sophie wriggle when Geoff told her father that she had met Danny Casey?
    Answer: She wriggled uneasily because she feared her father’s disbelieving and aggressive reaction.

    Q2. Does Geoff believe what Sophie says about her meeting with Danny Casey?
    Answer: Geoff is doubtful but not dismissive. He finds her story unlikely but does not reject it outright, partly because he wants to believe her.

    Q3. Does her father believe her story?
    Answer: No, he dismisses it as one of Sophie’s wild fantasies.

    Q4. How does Sophie include her brother Geoff in her fantasy of her future?
    Answer: She imagines riding with Geoff on his motorcycle, wearing stylish clothes, exploring exotic places and meeting new people. Geoff symbolises her entry into a larger, glamorous world.

    Q5. Which country did Danny Casey play for?
    Answer: He played for Ireland.

    Page 83 – Understanding the Text

    Q1. Sophie and Jansie were classmates and friends. What were the differences between them that show up in the story?
    Answer: Sophie is dreamy, ambitious, and imaginative, while Jansie is practical, realistic, and grounded. Sophie fantasises about glamour, but Jansie accepts their destined life in the factory.

    Q2. How would you describe the character and temperament of Sophie’s father?
    Answer: He is practical, hardworking, and dismissive of Sophie’s fantasies. He is aggressive at times, cynical about her dreams, and more interested in football and the pub than in Sophie’s ambitions.

    Q3. Why did Sophie like her brother Geoff more than any other person? From her perspective, what did he symbolise?
    Answer: Sophie admired Geoff’s silence and mysterious life. He symbolised the adult, unknown world of freedom and opportunities that Sophie longed to enter.

    Q4. What socio-economic background did Sophie belong to? What are the indicators of her family’s financial status?
    Answer: Sophie belonged to a lower middle-class family. Indicators: her father’s manual labour, cramped steamy house, mother’s tiredness, Derek’s teasing, and their destined future in a biscuit factory.

    Page 83 – Short Questions

    Q1. Why didn’t Sophie want Jansie to know about her story with Danny?
    Answer: Because Jansie was nosey and would spread the story to the whole neighbourhood, creating trouble at home.

    Q2. Did Sophie really meet Danny Casey?
    Answer: No, her meeting was imaginary. It was her adolescent fantasy born from hero-worship.

    Q3. Which was the only occasion when she got to see Danny Casey in person?
    Answer: She saw him only during football matches when he played for United, once scoring a goal she witnessed with pride.

    Page 84 – Talking about the Text

    1. Sophie’s dreams and disappointments exist only in her imagination; they show her desire to escape reality.

    2. Teenage fantasies provide hope, ambition, and joy, but can also lead to frustration, disappointment, and escapism.

    Page 84 – Working with Words

    • “Words had to be prized out of him like stones out of a ground.” → Geoff spoke very little; it was hard to make him talk.

    • “Sophie felt a tightening in her throat.” → She felt emotional, uneasy, or anxious.

    • “If he keeps his head on his shoulders.” → If he remains sensible and avoids distractions.

    • “On Saturday they made their weekly pilgrimage to the United.” → Their regular, devoted visit to watch United’s match.

    • “She saw… him ghost past the lumbering defenders.” → He moved swiftly and smoothly past heavy defenders.

    Page 85 – Noticing Form

    Examples of present participle use:

    • “Coming home from school, Sophie said…”

    • “Linking arms with her, Jansie looked doubtful.”

    • “Staring far down the street, Sophie said…”

    • “Knowing they were both earmarked, Jansie became melancholy.”

    • “Leaving Jansie standing in the rain, Sophie turned in.”

    Other examples from the story: sitting at the table, waiting in the arcade, imagining his coming, balancing against doubts, walking by the canal.

    Page 85 – Thinking about Language

    Examples of colloquial/informal words:

    • “chuffed” = delighted

    • “nosey” = inquisitive

    • “gawky” = awkward

    Other examples: “bloke,” “mate,” “cool,” “kiddo,” “mess up,” “hang out,” “dude,” “ain’t,” “gonna,” “yikes.”

    Page 85 – Writing

    Q: Think of a person you would like as your role model. Write down points/questions for a TV interview.
    Answer (Sample):
    Role model: A.P.J. Abdul Kalam
    Questions:

    • What inspired you to become a scientist?

    • How did you face failures in life?

    • What message do you have for Indian youth?

    • How important are humility and simplicity in leadership?

    • What do you consider your greatest achievement?

    Page 85 – Things to Do

    Q: Other stories/movies with hero-worship themes:

    • Bend It Like Beckham (film – sports idolisation).

    • Rockstar (film – musical idolisation).

    • Fan (film – Bollywood hero worship).

    • Stories of fans of Sachin Tendulkar or Lionel Messi.

  • Summary of Chapter 7. The Interview, Flamingo, Class 12th English

    The Interview

    Christopher Silvester’s The Interview examines the history, function, and mixed opinions surrounding the practice of interviews, while also presenting an engaging excerpt from an interview with Umberto Eco.

    In Part I, Silvester traces the invention of the interview about 130 years ago and how it has since become central to journalism. Interviews are powerful because they give vivid impressions of personalities. However, opinions about them vary. Some see interviews as a form of art and a reliable source of truth. Others, particularly writers and celebrities, dislike them as intrusive and diminishing. Lewis Carroll avoided interviews, Kipling condemned them as immoral assaults, H.G. Wells called them ordeals, and Saul Bellow described them as “thumbprints on his windpipe.” Despite criticism, interviews remain an influential medium of communication, shaping public perceptions.

    Part II presents an interview conducted by Mukund Padmanabhan with Umberto Eco, professor at the University of Bologna and world-famous author of The Name of the Rose. Eco explains that although he appears to do many things, all his writings—novels, children’s books, essays—are linked by his ethical and philosophical concerns, especially peace and non-violence. He reveals his secret of productivity: making use of “interstices,” or small gaps of time in daily life.

    Eco also discusses his unconventional academic style, which narrates the story of research rather than presenting dry conclusions. This narrative quality, he believes, naturally led him into novel-writing, though he began only at fifty. Despite being globally recognised as a novelist, Eco insists he is primarily a university professor, regarding fiction as something he writes “on Sundays.”

    Regarding the phenomenal success of The Name of the Rose, Eco attributes it partly to mystery and timing. Though it is a complex novel with layers of history, theology, and metaphysics, millions embraced it, proving that readers do not always prefer “easy” literature. He notes that while journalists and publishers often underestimate readers, many seek challenging experiences.

    Through humour, anecdotes, and modesty, Eco’s interview provides insight into his personality as both scholar and storyteller.

    Thus, The Interview explores the double-edged nature of interviews — intrusive yet revealing, resented yet powerful — and highlights how they have become a defining form of modern communication.

    Word Count: ~503

  • Class 12th English – Flamingo, Chapter – 7

    Chapter 7: The Interview – Christopher Silvester

    NCERT SOLUTION

    Page 67 – Comprehension Check

    Q1. What are some of the positive views on interviews?
    Answer: Interviews are seen as a source of truth, a form of art, and a supremely serviceable medium of communication. Denis Brian wrote that most vivid impressions of contemporaries come through interviews.

    Q2. Why do most celebrity writers despise being interviewed?
    Answer: They see interviews as intrusive and diminishing. For instance, Lewis Carroll hated being lionised, Rudyard Kipling called interviews immoral, and Saul Bellow compared them to “thumbprints on his windpipe.”

    Q3. What is the belief in some primitive cultures about being photographed?
    Answer: They believe that being photographed steals one’s soul.

    Q4. Who, in today’s world, is our chief source of information about personalities?
    Answer: Interviewers, because much of what we know of public figures reaches us through interviews.

    Q5. What do you understand by the expression “thumbprints on his windpipe”?
    Answer: It means extreme discomfort and suffocation — Saul Bellow used it to describe the unpleasantness of being interviewed.

    Page 71 – Understanding the Text (Umberto Eco’s Interview)

    Q1. Do you think Umberto Eco likes being interviewed? Give reasons.
    Answer: Yes, he appears comfortable and humorous in interviews. He answers with anecdotes and explanations, showing openness and ease.

    Q2. How does Eco find the time to write so much?
    Answer: He uses small gaps of time in daily routine, which he calls “interstices,” such as while waiting for an elevator.

    Q3. What was distinctive about Eco’s academic writing style?
    Answer: His scholarly works have a narrative style, telling the story of research, unlike the usual dry, depersonalised academic style.

    Q4. Did Umberto Eco consider himself a novelist first or an academic scholar?
    Answer: He considered himself a university professor first, who wrote novels on Sundays. He identified with the academic community.

    Q5. What is the reason for the huge success of the novel The Name of the Rose?
    Answer: Eco felt its success was mysterious. While some credited its medieval theme, he believed it simply reached readers who enjoyed serious, difficult reading. Timing also played a role.

    Page 71 – Talking about the Text

    • Interviews provide direct insight into celebrities and their fields.

    • Television interviews add visual impact, while print allows detail; preferences vary.

    • Celebrities deserve privacy, but interviewers must balance curiosity with respect.

    Page 72 – Noticing Discourse Linkers and Signallers

    Examples:

    • “Which brings me to my next question…”

    • “But let me tell you another story…”
      Such linkers and signallers keep the conversation smooth and coherent.

    Page 73 – Writing

    Q: Write a short report of Eco’s interview.
    Answer (Sample Report):

    Report on Interview with Umberto Eco
    Umberto Eco, renowned scholar and novelist, explained that all his works stem from the same philosophical interests. He writes in “interstices” of time and believes scholarly writing should narrate the story of research. Though author of over forty scholarly works, he identifies as a professor rather than a novelist. Eco stated that The Name of the Rose, combining detective fiction with history and theology, achieved unexpected worldwide success. He attributed this to readers’ interest in serious literature, while acknowledging the mystery of timing in literary popularity.

  • Summary of Chapter 6. Poet and Pancakes, Flamingo, Class 12th English

    Poets and Pancakes

    Asokamitran’s Poets and Pancakes is an autobiographical piece describing his experiences at Gemini Studios, one of India’s most influential film companies. The essay humorously portrays the functioning of the studio, its characters, and its connection with politics and literature.

    The title comes from “Pancake,” the brand of make-up material used in abundance at the studio. The make-up room, housed in a building once Robert Clive’s stables, was staffed by men from different regions, reflecting national integration. Their task was to plaster actors with pancake, often making them look grotesque. The office boy, disappointed with his minor role, blamed Subbu, the No. 2 at Gemini Studios, for his failures.

    Kothamangalam Subbu emerges as a many-sided genius — poet, actor, screenplay writer, and novelist. His loyalty to the Boss, S.S. Vasan, and his creativity made him indispensable. Yet, his sycophantic demeanour earned him enemies. Another character, the legal adviser, ironically ruined an actress’s career by recording her angry outburst and playing it back to her.

    The story department, filled with poets and dreamers, spent more time discussing than writing. Most wore khadi and followed Gandhi but lacked deeper political awareness. They despised Communism, influenced by rumours of its violence. When Frank Buchman’s Moral Re-Armament Army visited, their professional plays greatly impressed the studio, influencing Tamil theatre for years.

    Later, an English visitor, Stephen Spender, delivered a baffling lecture. The studio staff, unfamiliar with English poetry and unable to follow his accent, found it meaningless. For years, the visit remained a mystery until the author discovered Spender’s connection with Encounter magazine and the book The God That Failed.

    The essay blends humour, satire, and nostalgia. It captures the contradictions of a film studio where barbers became make-up men, poets became scriptwriters, and a lawyer lost his job because the poets were dismissed. Asokamitran portrays human weaknesses with gentle humour, making the narrative engaging while providing insights into the film industry of the 1940s–50s.

    Ultimately, Poets and Pancakes is not only about films but also about creativity, disillusionment, and the absurdities of life. It reflects how literature, politics, and cinema intertwined in unexpected ways in India’s cultural history.

    Word Count: ~503

  • Class 12th English – Flamingo, Chapter – 6

    Chapter 6: Poets and Pancakes – Asokamitran

    NCERT SOLUTION

    Page 58 – Comprehension Check

    Q1. What does the writer mean by ‘the fiery misery’ of those subjected to make-up’?
    Answer:
    The make-up was done under blazing incandescent lights that generated extreme heat. The actors had to endure this heat, which made the process miserable.

    Q2. What is the example of national integration that the author refers to?
    Answer:
    The make-up department was staffed by people from various regions — Bengali, Maharashtrian, Kannadiga, Andhra, Madras Indian Christian, Anglo-Burmese, and Tamils. This reflected national integration even before it became a popular concept.

    Q3. What work did the ‘office boy’ do in the Gemini Studios? Why did he join the studios? Why was he disappointed?
    Answer:
    He applied make-up to crowd actors. He had joined the studios with the dream of becoming a star, director, or writer. He was disappointed because he remained stuck in a lowly job, his creative ambitions unfulfilled.

    Q4. Why did the author appear to be doing nothing at the studios?
    Answer:
    The author’s job was clipping newspapers and filing them. This seemed trivial and unimportant, so others thought he was idle.

    Page 60 – Comprehension Check

    Q1. Why was the office boy frustrated? Who did he show his anger on?
    Answer:
    He was frustrated with his unimportant work and lack of recognition. He vented his anger on Subbu, blaming him for his failures.

    Q2. Who was Subbu’s principal?
    Answer:
    His principal was the Boss of Gemini Studios, S.S. Vasan.

    Q3. Subbu is described as a many-sided genius. List four of his special abilities.
    Answer:

    • He was an excellent poet and wrote story-poems.

    • He was a brilliant actor in supporting roles.

    • He wrote screenplays and provided innovative story ideas.

    • He authored novels like Thillana Mohanambal and had a charitable, generous nature.

    Q4. Why was the legal adviser referred to as the opposite by others?
    Answer:
    He was supposed to protect others, but his act of recording a quarrelling actress destroyed her career. Hence, he was ironically called the opposite.

    Q5. What made the lawyer stand out from the others at Gemini Studios?
    Answer:
    He wore western attire (pants, tie, coat), unlike others in khadi dhotis. He looked cold, logical, and isolated among dreamers.

    Page 62 – Comprehension Check

    Q1. Did the people at Gemini Studios have any particular political affiliations?
    Answer:
    Most were Gandhiites, wore khadi, and opposed Communism. Their political views were vague and superficial.

    Q2. Why was the Moral Re-Armament Army welcomed at the Studios?
    Answer:
    Because the Gemini Studios admired their professionalism in plays and their message of peace and morality.

    Q3. Name one example to show that Gemini Studios was influenced by the plays staged by MRA.
    Answer:
    After seeing Jotham Valley, many Tamil plays copied its sunrise and sunset scenes with bare stages, white curtains, and flute music.

    Q4. Who was The Boss of Gemini Studios?
    Answer:
    S.S. Vasan.

    Q5. What caused the lack of communication between the Englishman and the people at Gemini Studios?
    Answer:
    His unfamiliar accent, the abstract nature of his talk, and the audience’s lack of knowledge about English poetry created a communication gap.

    Q6. Why is the Englishman’s visit referred to as an unexplained mystery?
    Answer:
    No one knew why an English poet was invited to a Tamil film studio. His lecture was irrelevant and incomprehensible.

    Page 63 – Comprehension Check

    Q1. Who was the English visitor to the studios?
    Answer:
    The English visitor was Stephen Spender, a poet and editor of the magazine Encounter.

    Q2. How did the author discover who the English visitor to the studios was?
    Answer:
    Years later, he saw Spender’s name in The Encounter magazine and also in the book The God That Failed.

    Q3. What does The God That Failed refer to?
    Answer:
    It is a book with essays by six writers, including Spender, describing their disillusionment with Communism.

    Page 64 – Understanding the Text

    Q1. The author has used gentle humour to point out human foibles. Pick out instances.
    Answer:

    • The make-up men turning actors into “crimson-hued monsters.”

    • The office boy’s frustration and misplaced anger.

    • The poets lounging around in khadi with no political understanding.

    • The baffling visit of Stephen Spender.
      This humour makes the narrative lively and satirical.

    Q2. Why was Kothamangalam Subbu considered No. 2 in Gemini Studios?
    Answer:
    Because he was multi-talented, loyal to the Boss, provided creative ideas, wrote stories and poems, acted brilliantly, and supported many dependents.

    Q3. How does the author describe the incongruity of an English poet addressing the audience at Gemini Studios?
    Answer:
    The simple Tamil film workers had no exposure to English poetry. Spender’s abstract lecture in a foreign accent was meaningless to them, creating absurdity.

    Q4. What do you understand about the author’s literary inclinations from the account?
    Answer:
    He was observant, critical, and interested in literature beyond films. His curiosity led him to libraries, books, and periodicals. He later became a successful writer.

    Page 64–65 – Talking about the Text

    • Film production today is advanced with modern technology, unlike the simple setups of Gemini Studios.

    • Poetry and films both reflect creativity, but films are collective, while poetry is individual.

    • Humour and criticism, when combined, highlight truths without bitterness, as Asokamitran’s style shows.

  • Summary of Chapter 5. Indigo, Flamingo, Class 12th English

    Summary of Indigo

    Louis Fischer’s Indigo highlights Mahatma Gandhi’s first major experiment with satyagraha in India during the Champaran movement (1917). It shows how Gandhi’s methods of truth, non-violence, and civil disobedience won justice for oppressed peasants.

    The story begins with Rajkumar Shukla, a poor sharecropper from Champaran, who persistently follows Gandhi and brings him to Bihar. The peasants were forced by British landlords to grow indigo on 15% of their land and surrender it as rent. When synthetic indigo reduced demand, landlords forced peasants to pay compensation for release. Many illiterate farmers, cheated into signing agreements, demanded their money back.

    Gandhi visited Muzaffarpur and Champaran to investigate. He faced hostility from British officials, was ordered to leave, but refused in the spirit of satyagraha. At his trial, thousands of peasants demonstrated, showing freedom from fear. Gandhi’s calm defiance impressed the court; the case was dropped.

    He then organised inquiries, collected testimonies, and confronted landlords. A commission was set up. Gandhi agreed to a 25% refund as compromise, explaining that principle mattered more than money. This humbled landlords and gave peasants courage. Eventually, the system of indigo sharecropping was abolished.

    Gandhi did not stop at political victory. He addressed social backwardness by opening schools, promoting cleanliness, sanitation, and health care. His wife Kasturba and volunteers like Mahadev Desai and Narhari Parikh joined in. Gandhi emphasised self-reliance, teaching villagers dignity and courage.

    A British follower, C.F. Andrews, offered help, but Gandhi refused, insisting that Indians must fight their own battles. This reinforced the lesson of self-reliance.

    The Champaran episode was a turning point. Gandhi declared that the British could not order him in his own country. It demonstrated that oppression could be resisted through truth and non-violence. It also marked the beginning of Gandhi’s leadership in India’s freedom struggle.

    Thus, Indigo is not just about peasants’ plight but also about Gandhi’s philosophy — combining politics with people’s everyday problems. It shows how courage, unity, and truth can overcome injustice.

    Word Count: ~503

  • Class 12th English Flamingo, Chapter – 5

    Chapter 5: Indigo – Louis Fischer

    NCERT SOLUTION

    Page 46 – Comprehension Check

    Q1. Strike out what is not true in the following:
    (a) Rajkumar Shukla was (i) a sharecropper.
    ✅ Correct Answer: He was a sharecropper (not politician, delegate, or landlord).

    (b) Rajkumar Shukla was (i) poor, (iii) illiterate.
    ✅ Correct Answer: He was poor and illiterate, but not physically strong.

    Q2. Why is Rajkumar Shukla described as being ‘resolute’?
    Answer: Because he followed Gandhi everywhere with determination, refusing to give up until Gandhi agreed to visit Champaran.

    Q3. Why do you think the servants thought Gandhi to be another peasant?
    Answer: Gandhi wore simple clothes and looked ordinary. They mistook him for a poor villager like Shukla.

    Page 48 – Comprehension Check

    Q1. List the places that Gandhi visited between his first meeting with Shukla and his arrival at Champaran.
    Answer: Lucknow → Cawnpore → Ahmedabad (ashram) → Calcutta → Patna (Rajendra Prasad’s house) → Muzaffarpur (Professor Malkani’s house) → Champaran.

    Q2. What did the peasants pay the British landlords as rent? What did the British now want instead and why? What would be the impact of synthetic indigo on the prices of natural indigo?
    Answer: Peasants had to grow indigo on 15% of their land and give it as rent. When Germany developed synthetic indigo, landlords asked for compensation to release peasants from this system. Synthetic indigo reduced demand and price of natural indigo.

    Page 50 – Comprehension Check

    Q1. The events in this part of the text illustrate Gandhi’s method of working. Identify some instances and link them to satyagraha and non-violence.
    Answer:

    • Refusing to leave Champaran despite official orders.

    • Facing trial calmly and pleading guilty out of moral duty.

    • Organising peasants peacefully.

    • Persuading lawyers to support peasants.
      These reflect satyagraha: truth, non-violence, civil disobedience, and self-suffering.

    Page 52 – Comprehension Check

    Q1. Why did Gandhi agree to a settlement of 25% refund to the farmers?
    Answer: Gandhi felt the amount was less important than the principle. The landlords had to surrender prestige and authority. This gave peasants courage and confidence.

    Q2. How did the episode change the plight of the peasants?
    Answer: It gave them self-respect, reduced exploitation, and ultimately ended the indigo sharecropping system. They realised they had defenders and rights.

    Page 53 – Understanding the Text

    Q1. Why did Gandhi consider the Champaran episode a turning-point in his life?
    Answer: Because it was the first time Indians won against British authority through non-violent civil disobedience. It gave Gandhi confidence and marked the beginning of his active leadership in India.

    Q2. How was Gandhi able to influence lawyers? Give instances.
    Answer: Gandhi questioned their motives, asking them to share peasants’ suffering. Shamed by his courage, they pledged to follow him even to jail.

    Q3. What was the attitude of the average Indian in smaller localities towards advocates of ‘home rule’?
    Answer: They were generally fearful of showing sympathy to nationalists, as seen in Professor Malkani’s unusual courage in hosting Gandhi.

    Q4. How do we know that ordinary people too contributed to the freedom movement?
    Answer: Thousands of peasants came to support Gandhi, protested peacefully, and gained confidence. Teachers, students, doctors, and women volunteered in education, sanitation, and health services.

    Page 53 – Talking about the Text

    Q1. “Freedom from fear is more important than legal justice for the poor.” Do you think the poor of India are free from fear after Independence?
    Answer: Though legal equality exists, many poor still suffer from fear of poverty, exploitation, caste and gender discrimination. True freedom requires economic and social justice, not just political freedom.

    Q2. The qualities of a good leader.
    Answer: A good leader must be courageous, truthful, selfless, compassionate, morally strong, and able to inspire unity and confidence, like Gandhi in Champaran.

    Page 53 – Working with Words

    Legal terms from the text: deposition, summons, bail, prosecutor, trial, judgment, evidence, contract, agreement, inquiry, communication.

    Page 54 – Thinking about Language

    Q1. Why does the author use quotations in his narration?
    Answer: Quotations bring authenticity, make the narrative lively, and let Gandhi’s words speak directly to the reader.

    Q2. Notice the use of commas:

    • If the subordinate clause comes first, use a comma.

    • If the main clause comes first, comma may be omitted.

    Page 54 – Things to Do

    Q: Choose an issue affecting the poor (like Bhopal Gas Tragedy, Narmada Dam) and suggest settlement.
    Answer (Example – Narmada Dam):
    Issue: Thousands displaced without proper rehabilitation.
    Facts: Villages submerged, livelihood lost.
    Arguments: Development vs human rights.
    Settlement: Provide land-for-land, fair compensation, housing, jobs, and involve people in planning.

  • Summary of Chapter 4. The Rattrap, Class 12th English

    The Rattrap

    Selma Lagerlöf’s short story The Rattrap is a touching tale of human loneliness, temptation, kindness, and redemption. Using the metaphor of a rattrap, the author conveys that the world is full of temptations that can trap human beings, but compassion and love can bring about transformation.

    The story begins with a poor peddler who wandered about selling rattraps of wire. His earnings were meagre, and often he had to beg or steal for survival. While thinking about his rattraps, he conceived the idea that the whole world is nothing but a rattrap. Just as rats are lured by food into traps, people are lured by riches, shelter, and comfort, only to be caught in the web of greed. This thought amused him, as life had never been kind to him.

    One evening, seeking shelter, the peddler knocked at the door of an old crofter who lived alone. The crofter welcomed him warmly, shared food, conversation, and even showed him thirty kronor that he had earned from his cow’s milk. The next morning, when the crofter left for work, the peddler stole the money and ran away. Soon he lost his way in the forest. Realising he was trapped by his own greed, he thought of his philosophy that the world is truly a rattrap.

    At last, he reached the ironworks where he was mistaken by the ironmaster for his old friend, Captain von Stahle. The ironmaster invited him home for Christmas. Fearing discovery, the peddler refused, but later his daughter Edla Willmansson persuaded him with her gentle and compassionate words. Unlike others, she treated him with dignity and trust.

    The next day, the ironmaster realised his mistake and wanted to throw him out. But Edla insisted on keeping him as a guest for Christmas, respecting his need for kindness. She gave him food, clothes, and a place to rest. Her empathy touched the peddler’s heart.

    The following morning, the family found a small packet left by the peddler. Inside was the stolen thirty kronor, a rattrap, and a letter. The letter stated that Edla’s goodness had transformed him from a petty thief into a man worthy of trust. He signed it “Captain von Stahle,” the name mistakenly given to him earlier, symbolising his inner rebirth and dignity.

    Through this story, Lagerlöf highlights the theme of human redemption. The crofter’s generosity was betrayed, the ironmaster’s kindness was based on mistaken identity, but Edla’s unconditional compassion succeeded in awakening the peddler’s conscience. The metaphor of the rattrap powerfully illustrates that life’s temptations can trap anyone, but it is kindness and respect that can release a person from the trap.

    In conclusion, The Rattrap is both entertaining and philosophical. It shows how even a thief can be reformed by love and empathy. It reminds us of the essential goodness in every human heart and the transformative power of compassion.

    Word Count: ~502

  • Class 12th English Flamingo, Chapter – 4

    Chapter 4: The Rattrap – Selma Lagerlöf

    NCERT SOLUTION

    Page 34 – Comprehension Check

    Q1. From where did the peddler get the idea of the world being a rattrap?
    Answer:
    He got the idea while thinking of his rattraps. He suddenly imagined that the whole world with its riches, joys, food, and shelter was nothing but a big rattrap to trap human beings.

    Q2. Why was he amused by this idea?
    Answer:
    The world had never been kind to him, so thinking ill of it gave him joy. He found it entertaining to imagine people being caught like rats in a trap.

    Q3. Did the peddler expect the kind of hospitality that he received from the crofter?
    Answer:
    No. He was surprised because usually he was turned away. But the old crofter welcomed him warmly, gave him food, tobacco, and company.

    Q4. Why was the crofter so talkative and friendly with the peddler?
    Answer:
    The crofter was lonely, without wife or children. He was happy to have someone to talk to, so he shared his food and confidences.

    Q5. Why did he show the thirty kronor to the peddler?
    Answer:
    He wanted to show proof of his cow’s productivity and his honesty. Out of pride, he displayed the notes to the peddler.

    Q6. Did the peddler respect the confidence reposed in him by the crofter?
    Answer:
    No. He betrayed the crofter’s trust by stealing the thirty kronor from the window.

    Page 37 – Comprehension Check

    Q1. What made the peddler think that he had indeed fallen into a rattrap?
    Answer:
    After stealing money, he lost his way in the confusing forest. He realised he was trapped by his own greed just like a rat in a rattrap.

    Q2. Why did the ironmaster speak kindly to the peddler and invite him home?
    Answer:
    The ironmaster mistook him for an old regimental comrade, Captain von Stahle, and invited him home for Christmas.

    Q3. Why did the peddler decline the invitation?
    Answer:
    He feared discovery of the stolen money and wanted to avoid unnecessary attention.

    Page 41 – Comprehension Check

    Q1. What made the peddler accept Edla Willmansson’s invitation?
    Answer:
    Edla spoke kindly and assured him he could leave freely after Christmas. Her compassion won his trust, and he agreed to go.

    Q2. What doubts did Edla have about the peddler?
    Answer:
    She suspected he might be a thief or an escaped prisoner because of his fearful and suspicious behaviour.

    Q3. When did the ironmaster realise his mistake?
    Answer:
    The next morning, in proper light, he saw the peddler cleaned and dressed. He realised he was not his old friend but a stranger.

    Q4. What did the peddler say in his defence when it was clear that he was not the person the ironmaster had thought?
    Answer:
    He admitted he never pretended to be anyone else and begged only to be allowed to stay in the forge. He also said the world itself was a rattrap and people get caught by temptation.

    Q5. Why did Edla still entertain the peddler even after she knew the truth about him?
    Answer:
    Because she felt pity for his homelessness and loneliness. She wanted him to enjoy at least one day of peace and kindness in the year.

    Page 42 – Understanding the Text

    Q1. How does the peddler interpret the acts of kindness and hospitality shown by the crofter, the ironmaster and his daughter?
    Answer:

    • Crofter’s hospitality he repaid with theft.

    • Ironmaster’s kindness he saw as a mistake of identity.

    • Edla’s compassion he valued deeply, as it touched his heart and inspired his transformation.

    Q2. What are the instances in the story that show that the character of the ironmaster is different from that of his daughter in many ways?
    Answer:
    The ironmaster is impulsive, proud, and quick to judge. He mistakes the peddler for his friend and later wants to throw him out. His daughter Edla, on the other hand, is gentle, compassionate, and persistent. She treats the peddler with dignity even after learning the truth.

    Q3. The story has many instances of unexpected reactions from the characters to others’ behaviour. Pick out instances of these surprises.
    Answer:

    • The crofter welcomed the peddler warmly instead of turning him away.

    • The ironmaster mistook the peddler for his old friend.

    • Edla, even after knowing the truth, let the peddler stay.

    • The peddler, instead of running away with money, returned it and left a gift.

    Q4. What made the peddler finally change his ways?
    Answer:
    The genuine kindness and respect shown by Edla awakened the goodness in him. He wanted to prove himself worthy of her trust and redeemed himself by returning the stolen money.

    Q5. How does the metaphor of the rattrap serve to highlight the human predicament?
    Answer:
    The rattrap symbolises life’s temptations—wealth, food, and shelter—which lure people but ultimately trap them. The peddler’s experience shows how humans can fall into these traps but also how redemption is possible through kindness.

    Q6. The peddler comes out as a person with a subtle sense of humour. How does this serve in lightening the seriousness of the theme of the story and also endear him to us?
    Answer:
    His witty remarks, like comparing the world to a rattrap and joking about people being caught, add humour to the serious narrative. This makes him human, relatable, and endears him to the reader despite his flaws.

    Page 43 – Talking about the Text

    Q1. Why was Edla happy to see the gift left by the peddler?
    Answer:
    She was relieved that her kindness was not misplaced. The peddler had repaid her trust with honesty, returning the stolen money and leaving a heartfelt letter.

    Q2. Why did the peddler sign himself as Captain von Stahle?
    Answer:
    Because Edla’s treatment made him feel respected like a captain. By signing that way, he honoured her kindness and symbolically transformed himself into a dignified person.

    Page 43 – Additional Talking Points

    Q1. The reader’s sympathy is with the peddler right from the beginning of the story. Why is this so? Is the sympathy justified?
    Answer:
    Yes. The peddler is poor, lonely, and mistreated by society. His petty thefts seem to come from desperation rather than malice. His redemption justifies the reader’s sympathy.

    Q2. The story also focuses on human loneliness and the need to bond with others.
    Answer:
    The crofter, the peddler, and even the ironmaster are lonely in different ways. Their actions—whether hospitality, theft, or mistaken kindness—show the universal human need for companionship and love.

    Q3. Have you known/heard of an episode where a good deed or an act of kindness has changed a person’s view of the world?
    Answer (Example):
    Yes. Many stories of prisoners reforming after being treated kindly or students excelling when a teacher shows faith in them prove how kindness transforms lives.

    Q4. The story is both entertaining and philosophical.
    Answer:
    The entertaining part comes from its twists—mistaken identity, theft, surprises. The philosophical depth lies in the metaphor of the rattrap, the themes of temptation, loneliness, compassion, and redemption.

    Page 43 – Working with Words

    Q1. Labels used for the man:

    • Peddler, stranger, tramp, ragamuffin, vagabond, guest, Captain von Stahle.
      Each reflects how others perceived him—from contempt to respect.

    Q2. Words similar to plod, trudge, stagger:

    • Shuffle, lumber, hobble, stumble, crawl.

    Page 43 – Noticing Form

    Examples of reflexive pronouns in the story:

    • “He amused himself.”

    • “He had let himself be fooled.”

    • “She thought of herself.”

    • “He kept to himself.”

    They are used for emphasis or to refer back to the subject in the same sentence.

    Page 44 – Thinking about Language

    Q1. Phrases from the ironworks context:

    • Big bellows groaned.

    • Burning coal cracked.

    • Charcoal into the maw of the furnace.

    • Hammer strokes from the forge.

    Q2. Indoor games in different regions:
    Examples – Ludo, Carrom, Chess, Playing cards, Chopar.

    Q3. Other terms for a small farmer:

    • Peasant, tiller, tenant farmer, sharecropper.
      In Indian languages: kisan, mazdoor, bataidar.

  • Summary of Chapter 3. Deep Water, Flamingo, Class 12th English

    Deep Water

    William O. Douglas’s autobiographical piece Deep Water narrates how he developed a deep-seated fear of water due to childhood incidents, and how he finally overcame it through determination, courage, and systematic training. The story highlights that fear itself is more dangerous than the object feared and conveys the message that perseverance and willpower can help conquer even the strongest phobias.

    The author recalls that his aversion to water began at the age of three or four when he was knocked down by waves at a beach in California. The powerful waves swept over him and filled him with fear. Though the incident faded, the terror of water stayed in his mind.

    Some years later, when he was about ten or eleven, he decided to learn swimming at the YMCA pool in Yakima. The pool was considered safe and shallow at the shallow end. One day, while he was waiting for others, a big boy suddenly picked him up and threw him into the deep end of the pool as a prank. Douglas sank to the bottom and, though terrified, planned to spring up like a cork. But when he tried, his attempts failed. His lungs were about to burst, he could not call for help, and terror seized him. He struggled desperately, but all his efforts were in vain. Ultimately, he lost consciousness.

    When he regained his senses, he found himself lying on the side of the pool. The near-drowning incident left a permanent scar on his mind. Whenever he came near water, memories of suffocation and panic returned. He could not swim, fish, or enjoy water sports. This fear destroyed many joys of his life.

    However, Douglas was determined not to let fear dominate him. He hired a swimming instructor who began to train him with the help of a rope-and-pulley system. With continuous practice, he gradually mastered breathing techniques, leg-kicking, and different strokes. The instructor combined these skills and built a complete swimmer out of him.

    Even after learning, Douglas still felt occasional traces of fear. To test himself, he swam alone in Lake Wentworth for two miles. When fear tried to return, he challenged it bravely. Finally, he swam across Warm Lake, proving to himself that he had conquered his terror completely.

    Reflecting on his victory, Douglas understood that fear is an inner demon which must be faced with courage. He realised the truth of Franklin D. Roosevelt’s famous words: “All we have to fear is fear itself.” By overcoming fear, he regained his freedom and the ability to enjoy life fully.

    The story symbolises a universal struggle — that fear can cripple human potential but determination can defeat it. Douglas’s journey from panic to courage inspires readers to confront their own fears and not allow them to limit life’s experiences.

    Thus, Deep Water is not merely a tale of learning to swim but a lesson on resilience, perseverance, and the triumph of the human will over fear.

    Word Count: ~503

  • Class 12th English – Flamingo, Chapter – 3

    Chapter 3: Deep Water – William O. Douglas

    NCERT SOLUTION

    Page 27 – Comprehension Check

    Q1. What is the “misadventure” that William Douglas speaks about?
    Answer:
    The “misadventure” refers to the incident at the YMCA pool in Yakima when Douglas, about 10–11 years old, was suddenly thrown into the deep end by a bigger boy. He nearly drowned and developed a lifelong fear of water.

    Q2. What were the series of emotions and fears that Douglas experienced when he was thrown into the pool? What plans did he make to come to the surface?
    Answer:
    At first, Douglas was frightened but tried to stay calm. He planned to spring from the bottom and come up like a cork. But as he sank, terror seized him. His attempts to kick and strike failed, he struggled for breath, felt paralysed, and was gripped by stark terror. Finally, he lost consciousness.

    Q3. How did this experience affect him?
    Answer:
    The experience left him with a haunting fear of water. He avoided swimming, boating, and fishing. Even the sight of water would bring back memories of suffocation and panic, ruining many joys of outdoor life.

    Page 29 – Understanding the Text

    Q1. How does Douglas make clear to the reader the sense of panic that gripped him as he almost drowned? Describe the details that have made the description vivid.
    Answer:
    Douglas describes every detail: his slow sinking, suffocation, the yellow water, his lungs ready to burst, his futile efforts, and the feeling of paralysis. His comparison of terror to a “charge of electricity” and his description of his frozen screams make the panic realistic and vivid.

    Q2. How did Douglas overcome his fear of water?
    Answer:
    Douglas hired a swimming instructor who trained him systematically with the help of a rope-and-pulley system. He practiced breathing, leg movements, and strokes until he mastered swimming. Later, he tested himself in pools and lakes until he was completely free of fear.

    Q3. Why does Douglas as an adult recount a childhood experience of terror and his conquering of it? What larger meaning does he draw from this experience?
    Answer:
    He recounts it to show that fear is more dangerous than death itself. Once fear is conquered, life becomes free and enjoyable. He echoes Roosevelt’s words: “All we have to fear is fear itself.” The story conveys the universal message of courage, perseverance, and the will to live.

    Page 29 – Talking about the Text

    Q1. “All we have to fear is fear itself.” Have you ever had a fear that you have now overcome? Share your experience with your partner.
    Answer (Model):
    Yes, I once feared speaking on stage. My hands trembled, and my voice choked. With practice, encouragement from teachers, and by participating in debates, I overcame it. Now I can speak confidently before an audience.

    Q2. Find and narrate other stories about conquest of fear and what people have said about courage.
    Answer (Model):
    Nelson Mandela overcame fear of oppression through courage and perseverance, leading South Africa to freedom. In We’re Not Afraid to Die (Class XI), a family faced storms at sea with courage and optimism, surviving the worst danger. These stories show courage is not absence of fear but victory over it.

    Q3. Why was Douglas determined to get over his fear of water?
    Answer:
    Because it ruined many pleasures of life — swimming, boating, and fishing. He wanted to live freely and enjoy nature without being handicapped by fear.

    Q4. How did the instructor “build a swimmer” out of Douglas?
    Answer:
    The instructor trained him step by step: first making him cross the pool with a rope and pulley, then practicing breathing, leg-kicking, and strokes separately. Finally, he combined them all, making Douglas a complete swimmer.

    Q5. How did Douglas make sure that he conquered the old terror?
    Answer:
    Douglas tested himself in different water bodies like Lake Wentworth and Warm Lake. He swam long distances, even when a trace of fear returned, he challenged it with confidence until the terror vanished completely.

    Page 30 – Thinking about Language

    Q1. If someone else had narrated Douglas’s experience, how would it have differed from this account?
    Answer:
    If narrated by someone else, the account would have lacked the intensity of feelings. The first-person narration brings out the raw terror and emotions vividly. A third-person version would be more detached and less powerful.

    Page 30 – Writing

    Q1. Write an essay recounting an experience of overcoming fear in any activity.
    Answer (Sample beginning):
    “At last I felt released — free to walk the trails and climb the peaks and to brush aside fear.” Similarly, I once feared riding a bicycle. After many falls, bruises, and encouragement from friends, I mastered it. The joy of riding freely made me realise that fear disappears only through persistence and courage.

    Q2. Write a short letter to someone you know about your having learnt to do something new.
    Answer (Sample Letter):

    Dear Friend,
    I am happy to tell you that I have finally learnt swimming. Initially, I was nervous and even afraid of water. But with the help of a coach and regular practice, I can now swim confidently. This achievement has boosted my self-confidence greatly.
    Yours lovingly,
    XYZ

    Page 30 – Things to Do

    Q: Are there any water sports in India? Find out about the areas or places which are known for water sports.
    Answer:
    Yes, India offers several water sports:

    • River Rafting: Rishikesh (Uttarakhand)

    • Water Skiing & Parasailing: Goa, Kerala

    • Scuba Diving & Snorkelling: Andaman & Nicobar Islands, Lakshadweep

    • Kayaking & Canoeing: Kerala backwaters, Teesta River (Sikkim)

  • Summary of Chapter 2. Lost Spring: Stories of Stolen

    Lost Spring

    Anees Jung’s Lost Spring is a moving account of the grinding poverty that forces countless children in India into lives of labour and deprivation, robbing them of their childhood. The chapter consists of two related sketches, both highlighting the contrast between the beauty created by poor children and the ugliness of their living conditions.

    The first part tells the story of Saheb-e-Alam, a ragpicker boy who migrates with his family from Dhaka to Seemapuri, a settlement on the outskirts of Delhi. Floods had destroyed their fields and homes in Bangladesh, leaving them with no option but to search for a livelihood elsewhere. For Saheb and hundreds like him, garbage dumps are a means of survival. To the adults, garbage means bread; to the children, it is wrapped in wonder, sometimes yielding coins or valuables. Ironically, though Saheb’s name means “lord of the universe,” his life is one of poverty and uncertainty. The author once casually promises to open a school for him, but never fulfils it, showing how the poor are used to empty assurances. Later, Saheb finds a job at a tea-stall, earning Rs. 800 and all his meals. Yet, though financially more secure, he loses his carefree independence. The plastic bag that once symbolised freedom is replaced by a heavy steel canister. His face loses its brightness, symbolising how child labour robs children of joy and innocence.

    The second part shifts to Firozabad, the centre of India’s glass-bangle industry. Here, almost every family is engaged in bangle-making, a traditional occupation passed down through generations. The story focuses on Mukesh, a young boy who dreams of becoming a motor mechanic. The families live in abject poverty, working in dark, dingy furnaces and poorly ventilated rooms where children often lose their eyesight at an early age. They are trapped in a vicious circle of caste traditions, poverty, middlemen, moneylenders, and the indifference of the authorities. Despite long hours of work, their earnings are meagre, and they remain perpetually poor.

    The irony is stark: bangles, which symbolise a woman’s marital happiness, are produced by people who know nothing but sorrow and suffering. Women in these families consider bangle-making their destiny, and men have resigned themselves to hopelessness. Children inherit the same fate, condemned to lifelong labour. Yet Mukesh dares to be different. He wants to break free from this cycle and work in a garage. Though his dream is small, his determination sets him apart from the resignation of his elders.

    Through these two narratives, Anees Jung exposes the cruel realities of child labour. Poverty and social injustice rob children of the joys of spring – a season that symbolises childhood. The story portrays how children like Saheb and Mukesh lose their innocence and dreams while struggling for survival. It also highlights the indifference of society and government towards these children, whose lives remain trapped in despair.

    The title Lost Spring is symbolic. Spring represents youth, beauty, and new beginnings, but for these children, it is lost to exploitation and poverty. The essay makes a powerful appeal for empathy, education, and social change so that children can enjoy the carefree days of childhood and realise their true potential.

    Word Count: ~502

  • Class 12th English – Flamingo, Chapter – 2

    Chapter 2: Lost Spring – Stories of Stolen Childhood

    By Anees Jung

    Page 16 – Comprehension Check

    Q1. What is Saheb looking for in the garbage dumps? Where is he and where has he come from?
    Answer: Saheb looks for coins, scraps, and other valuables in the garbage dumps. For him, garbage is like “gold.” He lives in Seemapuri on the outskirts of Delhi, but originally he came from Dhaka (Bangladesh), where floods had destroyed his fields and home.

    Q2. What explanations does the author offer for the children not wearing footwear?
    Answer: The author offers two explanations:

    1. Lack of money – poverty prevents them from buying shoes.

    2. Tradition – some people say it is customary to stay barefoot.
      But the real reason is the perpetual state of poverty in which they live.

    Q3. Is Saheb happy working at the tea-stall? Explain.
    Answer: No, Saheb is not happy. Earlier, while ragpicking, he was his own master, carrying his bag freely. But at the tea-stall, he earns Rs. 800 and meals, yet he loses his independence. The steel canister he carries now belongs to the tea-shop owner, not to him. His face has lost the carefree look.

    Page 19 – Understanding the Text

    Q1. What could be some of the reasons for the migration of people from villages to cities?
    Answer: Reasons include:

    • Natural calamities like floods or droughts destroying crops and homes.

    • Lack of employment in villages.

    • Hope of better livelihood in cities.

    • Availability of food and basic survival facilities.

    Q2. Would you agree that promises made to poor children are rarely kept? Why do you think this happens in the incidents narrated in the text?
    Answer: Yes, such promises are rarely kept. For example, the author’s promise of starting a school for Saheb was never fulfilled. This happens because the privileged often make casual promises without understanding the hardships of the poor. Poverty and lack of accountability ensure such promises remain unfulfilled.

    Q3. What forces conspire to keep the workers in the bangle industry of Firozabad in poverty?
    Answer: The workers are trapped in a vicious circle created by:

    • Caste-based occupation and traditions.

    • Exploitation by middlemen and moneylenders.

    • Indifference of politicians and officials.

    • Harsh working conditions that destroy their health.

    • Lack of education and awareness.
      Together, these forces ensure that generations remain poor.

    Page 19 – Talking about the Text

    Q1. How, in your opinion, can Mukesh realise his dream?
    Answer: Mukesh can realise his dream of becoming a motor mechanic by joining a garage, learning the required skills, and working hard with determination. His willingness to walk long distances shows his resolve.

    Q2. Mention the hazards of working in the glass bangle industry.
    Answer: Hazards include:

    • Working in dingy, poorly ventilated rooms with furnaces.

    • Risk of losing eyesight due to glass dust and poor lighting.

    • Long hours of work leading to physical and mental exhaustion.

    • Health issues like respiratory problems, malnutrition, and stunted growth.

    Q3. Why should child labour be eliminated and how?
    Answer: Child labour robs children of their childhood, education, and health. It perpetuates poverty across generations. It should be eliminated through:

    • Strict enforcement of laws against child labour.

    • Free and compulsory education.

    • Awareness among parents.

    • Providing alternative livelihoods to poor families.

    Page 19 (end) – Additional Questions

    Q1. What makes the city of Firozabad famous?
    Answer: Firozabad is famous for its glass-blowing industry and for making bangles. Almost every family there is engaged in this work.

    Q2. Mention the hazards of working in the glass bangles industry.
    Answer: Hazards are loss of eyesight, poor health due to unhygienic conditions, long hours of exhausting work, and exposure to high temperatures and glass dust.

    Q3. How is Mukesh’s attitude to his situation different from that of his family?
    Answer: Unlike his family, who have accepted bangle-making as their destiny, Mukesh dares to dream of becoming a motor mechanic. He shows determination to break free from the cycle of poverty.

    Page 20 – Thinking about Language

    Q1. Identify the literary devices in the given examples:

    1. Saheb-e-Alam… → Irony.

    2. Drowned in an air of desolation. → Metaphor.

    3. Seemapuri… miles away from Delhi, metaphorically. → Metaphor.

    4. For children it is wrapped in wonder… → Contrast/Metaphor.

    5. Hands move mechanically like tongs… → Simile.

    6. Bangles on wrist, not light in eyes. → Irony/Metaphor.

    7. Few airplanes fly over Firozabad. → Irony/Hyperbole.

    8. Web of poverty. → Metaphor.

    9. Scrounging for gold. → Hyperbole/Metaphor.

    10. Rag-picking… proportions of fine art. → Hyperbole.

    11. Steel canister seems heavier… → Metaphor.

    Page 21 – Things to Do

    Task: The beauty of bangles contrasts with the misery of their makers.
    Answer (Sample paragraph, 200–250 words):
    The glass bangles of Firozabad sparkle with every colour of the rainbow and symbolise a woman’s marital happiness. Yet the lives of the bangle makers are full of misery. Generations slog in dark, unhygienic furnaces where children lose their eyesight and adults live in poverty. The irony is that those who create beauty are themselves condemned to ugliness and suffering. This paradox is also visible in the lives of diamond miners, carpet weavers and construction workers, whose labour produces wealth and beauty, but their own lives remain impoverished. Society must address this contradiction with empathy and reform.

  • Summary of Chapter 1. The Last Lesson Alphonse Daudet, Class 12th

    📘 The Last Lesson

    Alphonse Daudet’s short story The Last Lesson is a moving account of how people value their mother tongue and cultural identity only when they are about to lose it. The story is set against the backdrop of the Franco–Prussian war of 1870–71, when France was defeated and the districts of Alsace and Lorraine were annexed by Prussia. The new rulers ordered that only German would be taught in the schools of these regions, bringing an abrupt end to French lessons.

    The narrator is Franz, a young schoolboy in Alsace. The story begins with his reluctance to go to school. He had not prepared his lesson on participles and dreaded being scolded by his teacher, M. Hamel. On the way, Franz is tempted to spend the day outdoors, watching birds or playing near the sawmill, instead of facing punishment in class. However, he gathers courage and finally hurries towards school.

    On reaching the school, Franz notices an unusual silence. Normally, the school was filled with the sound of children reciting their lessons, the banging of desks, and the teacher’s ruler. But that day it felt like a Sunday morning. Villagers, including old Hauser, the former mayor, and others, were sitting quietly in the classroom. Moreover, M. Hamel, who usually wore his plain attire, was dressed in his best green coat, frilled shirt and black silk cap, which he wore on inspection days. All this surprises Franz until M. Hamel announces the shocking news.

    M. Hamel tells the class that this is their last lesson in French. An order has come from Berlin that German alone will be taught in schools of Alsace and Lorraine. The new master arrives the next day. These words strike Franz and the villagers like a thunderbolt. They suddenly realise how precious their language is, now that they are being deprived of it.

    Franz is overcome with regret. He remembers how he often wasted his time, played truant, and postponed his lessons. He realises he can no longer learn French. His books, which once seemed a burden, suddenly become dear companions. He develops a deep respect for M. Hamel, whom he had earlier considered strict.

    M. Hamel, on his part, speaks with dignity and passion. He explains the importance of holding fast to one’s mother tongue, which he calls the most beautiful, clearest and most logical language in the world. He says that when a people are enslaved, as long as they keep their language alive, they have the key to their prison. His words ignite feelings of pride and patriotism among the villagers and children.

    The villagers, who had come to the school as a mark of respect, sit silently and share the grief of losing their language. For years, they too had neglected learning French, but now they repent. The entire class listens attentively to M. Hamel’s heartfelt teaching.

    As the class ends, M. Hamel grows emotional. He tries to speak but is choked with emotion. Instead, he takes a piece of chalk and writes on the blackboard: “Vive La France!” meaning “Long Live France!”. These words serve as both a farewell and a symbol of defiance against oppression.

    The story is a powerful reminder of the value of one’s mother tongue and cultural heritage. It teaches that language is not merely a means of communication but also a symbol of identity and freedom. Only when deprived of it do people truly realise its importance.

    Word Count: ~503

  • Class 12th English – Flamingo, Chapter – 1

    📘 NCERT Flamingo – English Core (Class 12)

    Chapter 1: The Last Lesson – Alphonse Daudet

    Page 3 – Comprehension Check

    Q1. What was Franz expected to be prepared with for school that day?
    Answer: Franz was expected to be prepared with his lesson on participles.

    Q2. What did Franz notice that was unusual about the school that day?
    Answer: He noticed unusual silence, the presence of villagers in the classroom, and the sad, solemn appearance of the teacher.

    Q3. What had been put up on the bulletin board?
    Answer: The notice that from now onwards only German would be taught in the schools of Alsace and Lorraine.

    Page 4 – Comprehension Check

    Q1. What changes did the order from Berlin cause in school that day?
    Answer: The school atmosphere became solemn and emotional. It was the last French lesson. Villagers gathered to attend, and the teacher M. Hamel wore his best dress.

    Q2. How did Franz’s feelings about M. Hamel and school change?
    Answer: Franz, who once disliked school and avoided lessons, suddenly developed respect for M. Hamel and a love for the French language. He regretted wasting time earlier.

    Page 7 – Understanding the Text

    Q1. The people in this story suddenly realise how precious their language is to them. What shows you this? Why does this happen?
    Answer: Villagers came to attend the last French class and sat quietly with sadness. M. Hamel spoke of the importance of French as the most beautiful language. This happened because they realised they were being deprived of their right to study their own language.

    Q2. How does the teacher M. Hamel display his love for the French language?
    Answer: He called French the most beautiful, clearest and logical language. He wore his best dress to honour the last lesson, expressed sorrow for the lost opportunity, and urged everyone to guard their language.

    Q3. What shows M. Hamel’s deep love for school, especially on the last day?
    Answer: He was emotional, dressed in his best green coat and frilled shirt, and taught with utmost dedication. At the end, he could not speak and only wrote “Vive La France” on the blackboard.

    Q4. How did Franz’s feelings change towards M. Hamel and school?
    Answer: Earlier Franz considered school boring and M. Hamel strict. But on the last day he felt deep respect for his teacher, regretted neglecting studies, and realised the value of his mother tongue.

    Page 7 – Talking about the Text

    Q1. “When a people are enslaved, as long as they hold fast to their language it is as if they had the key to their prison.” Can you think of examples in history that support the view?
    Answer: Yes. During India’s freedom struggle, Hindi, Urdu and regional languages were promoted as symbols of identity. Similarly, in Ireland, the Gaelic language became a mark of resistance against English domination. Language preserves culture and unity.

    Q2. What happens to a linguistic minority in a state? How do you think they can keep their language alive?
    Answer: Linguistic minorities often feel isolated. Their language may decline if ignored. They can keep it alive by teaching it at home, establishing cultural organisations, using media, and preserving literature and traditions.

    Q3. Write a notice for your school bulletin board. Your notice could be about a forthcoming meeting to celebrate Hindi Diwas or about a literary gathering to be held in your school.
    Answer (Sample Notice):

    ABC School, Delhi
    Notice
    Literary Gathering
    All students are invited to attend a Literary Gathering to celebrate Hindi Diwas on 14th September at 11:00 a.m. in the school auditorium. The event will include poetry recitation, essay writing and discussions on the importance of Hindi. Interested students should give their names to the undersigned by 10th September.
    (Signed)
    Secretary, Literary Club

    Page 8 – Talking about the Text (contd.)

    Q4. Write a paragraph of about 100 words arguing for or against the subject: ‘We should all be proud of our language’.
    Answer:
    We should all be proud of our language because it is the expression of our culture, history and identity. It connects generations and preserves traditions. Languages are like windows through which we see the world. Neglecting our mother tongue weakens our roots. At the same time, learning other languages broadens horizons, but pride in one’s own language fosters unity and self-respect.

    Page 8 – Working with Words

    Q1. English words from French.

    • Kindergarten – German origin, meaning ‘children’s garden’.

    • Vive La France – Long live France.

    • Enseignement – Teaching.

    (Students may find many such words in English dictionaries.)

    Q2. Make a list of at least five words with prefix ‘un-’.

    • Unhappy

    • Uncertain

    • Unfair

    • Unwise

    • Unnatural

    Q3. Find out the meanings of the italicised words in the lesson.

    • Cooed – soft murmuring sound.

    • Chirping – the short sharp sound of small birds.

    • Prussians – German soldiers from Prussia.

    Page 9 – Noticing Form

    Q1. Sentences in past perfect tense (from lesson).

    • “For the last two years all our bad news had come from the bulletin board.”

    • “I had counted on the commotion to get to my desk unnoticed.”

    Q2. Rewrite sentences in passive voice (examples):

    • Active: “They found the class already begun.”

    • Passive: “The class was found already begun.”

    Page 10 – Writing

    Q1. Imagine you are Franz. Write a diary entry after the last lesson expressing your feelings.
    Answer (Sample):
    10th March, 1871
    Today was the saddest day of my school life. I went unprepared for participles but instead of scolding me, M. Hamel taught us our last French lesson. I was filled with regret for wasting my time. I realised how beautiful my mother tongue is. Our teacher, dressed in his best clothes, was full of sorrow but proud of our language. I shall never forget his last words “Vive La France.”

    Q2. Write a paragraph on the topic ‘Importance of mother tongue’.
    Answer:
    Mother tongue is the natural medium through which we first learn to think and communicate. It is closely tied to our cultural identity and heritage. Learning in one’s mother tongue strengthens understanding and self-expression. Nations that respect their mother tongue preserve their traditions and unity. Therefore, mother tongue should be valued and preserved.